2010. The Construction of English: Culture, Consumerism and Promotion in the ELT Global Coursebook. Basingstoke: Palgrave Macmillan.
ISBN: 978-0-230-22258-8
Summary: This book examines the representational practices adopted in the mapping of linguistic and cultural terrain in ELT textbooks. It argues that, in addition to being curriculum artefacts, these materials are also 'promotional commodities' which seek to make English mean in highly selective and often very problematic ways.
Entered by: University of East London (Cass School of Education)
ISBN: 978-0-230-22258-8
Summary: This book examines the representational practices adopted in the mapping of linguistic and cultural terrain in ELT textbooks. It argues that, in addition to being curriculum artefacts, these materials are also 'promotional commodities' which seek to make English mean in highly selective and often very problematic ways.
Entered by: University of East London (Cass School of Education)
2010. Role of Working Memory in SLA: Factors Affecting Development in L2 English Wh-questions. Saarbrucken: VDM Verlag Dr. Müller.
ISBN: 978-3639264678
Entered by: Newcastle University (School of Education, Communication and Language Sciences)
ISBN: 978-3639264678
Entered by: Newcastle University (School of Education, Communication and Language Sciences)
2010. English for Specific Purposes: An Introduction. Cambridge: Cambridge University Press.
ISBN: 9781107910768
Summary: The purpose of this publication is to provide a short introduction to the teaching of ESP to those ELT practitioners who wish to add ESP as their new chosen specialism. The advice given focuses, inter alia, on, the nature of ESP; needs analysis; finding appropriate materials; lesson planning; assessment.
Entered by: University of Westminster (Centre for English Learning and Teaching)
ISBN: 9781107910768
Summary: The purpose of this publication is to provide a short introduction to the teaching of ESP to those ELT practitioners who wish to add ESP as their new chosen specialism. The advice given focuses, inter alia, on, the nature of ESP; needs analysis; finding appropriate materials; lesson planning; assessment.
Entered by: University of Westminster (Centre for English Learning and Teaching)
2010. Learning through English: Researching Impact in Thailand, Indonesia and South Korea. London: British Council.
ISBN: 978-086355-645-6
Summary: This book discusses a major research project into the use of English in bilingual education in Thailand, South Korea and Indonesia, as part of the British Council's Access English project. It sets out the project's background, research procedures and findings, as well as recommendations for developing the use of English in these contexts.
Country of research: various
Learners' background: various
Institutional level: secondary
Entered by: University of Bedfordshire (Centre for Research in English Language Learning and Assessment)
ISBN: 978-086355-645-6
Summary: This book discusses a major research project into the use of English in bilingual education in Thailand, South Korea and Indonesia, as part of the British Council's Access English project. It sets out the project's background, research procedures and findings, as well as recommendations for developing the use of English in these contexts.
Country of research: various
Learners' background: various
Institutional level: secondary
Entered by: University of Bedfordshire (Centre for Research in English Language Learning and Assessment)
2010. Academic Writing in a Global Context. The Politics and Practices of Publishing in English. London: Routledge.
ISBN: 0-415-46883
Summary: Academic Writing in a Global Context examines the impact of the growing dominance of English on academic writing for publication. The authors explore the ways in which the global status of English is affecting the lives and practices of multilingual scholars working in contexts where English is not the official language of communication, throwing into relief the politics surrounding academic publishing.
Country of research: various
Learners' background: various
Entered by: The Open University (Faculty of Education and Languages)
ISBN: 0-415-46883
Summary: Academic Writing in a Global Context examines the impact of the growing dominance of English on academic writing for publication. The authors explore the ways in which the global status of English is affecting the lives and practices of multilingual scholars working in contexts where English is not the official language of communication, throwing into relief the politics surrounding academic publishing.
Country of research: various
Learners' background: various
Entered by: The Open University (Faculty of Education and Languages)
2010. ‘Researching language and identity’ in
Continuum Companion to Research Methods in Applied Linguistics. UK: Continuum, pp. 337-349
Book editor(s): Paltridge, B. and A. Phakiti.
ISBN: 978-0-8264-9924-0/9925-7
Summary: This paper is a critical discussion of research on second language identities, It examines typical stages in carrying out research, research strategies and techniques, doing narrative identity research and associated problems with this approach and finally, a sample study.
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
Book editor(s): Paltridge, B. and A. Phakiti.
ISBN: 978-0-8264-9924-0/9925-7
Summary: This paper is a critical discussion of research on second language identities, It examines typical stages in carrying out research, research strategies and techniques, doing narrative identity research and associated problems with this approach and finally, a sample study.
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
2010. ‘English as an additional language: learning and participating in mainstream classrooms’ in
Conceptualising Learning in Applied Linguistics. Basingstoke, Hampshire: Palgrave MacMillan, pp. 182-205
Book editor(s): Seedhouse, P., S. Walsh and C. Jenks.
ISBN: 978-0230232549
Summary: A data-driven discussion on what counts as Additional / Second Language (EAL) learning in mainstream schooling where there is little EAL teaching and where EAL pupils develop their English through participation in subject (e.g. Mathematics and Science) activities.
Country of research: United Kingdom
Learners' background: various
Institutional level: secondary
Entered by: King's College London (Department of Education and Professional Studies)
Book editor(s): Seedhouse, P., S. Walsh and C. Jenks.
ISBN: 978-0230232549
Summary: A data-driven discussion on what counts as Additional / Second Language (EAL) learning in mainstream schooling where there is little EAL teaching and where EAL pupils develop their English through participation in subject (e.g. Mathematics and Science) activities.
Country of research: United Kingdom
Learners' background: various
Institutional level: secondary
Entered by: King's College London (Department of Education and Professional Studies)
2010. ‘Assessing non-native speaking detainees' English language proficiency’ in
The Routledge Handbook of Forensic Linguistics. London & New York: Routledge, pp. 423-439
Book editor(s): Coulthard, M. and A. Johnson.
ISBN: 415463092
Summary: The chapter discusses the work of an English language expert in providing evidence of non-native speaking detainees' language proficiency. Using task based assessment procedures the chapter exemplifies an approach to language assessment based on descriptions of performance which enable a linguistic profile to be drawn and matched against performance data from the police interviews themselves.
Country of research: United Kingdom
Learners' background: various
Institutional level: adult
Entered by: London Metropolitan University (Faculty of Humanities, Arts, Languages and Education)
Book editor(s): Coulthard, M. and A. Johnson.
ISBN: 415463092
Summary: The chapter discusses the work of an English language expert in providing evidence of non-native speaking detainees' language proficiency. Using task based assessment procedures the chapter exemplifies an approach to language assessment based on descriptions of performance which enable a linguistic profile to be drawn and matched against performance data from the police interviews themselves.
Country of research: United Kingdom
Learners' background: various
Institutional level: adult
Entered by: London Metropolitan University (Faculty of Humanities, Arts, Languages and Education)
2010. ‘Implications for research, policy and practice’ in
The Routledge International Handbook of Language, Literacy and English Teaching. Abingdon: Routledge, pp. 531-537
Book editor(s): Wyse, D. and R. Andrews.
ISBN: 978-0-415-46903-6
Country of research: various
Learners' background: various
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
Book editor(s): Wyse, D. and R. Andrews.
ISBN: 978-0-415-46903-6
Country of research: various
Learners' background: various
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
2010. ‘Making academic publishing practices visible: designing research-based heuristics to support English-medium text production’ in
ELT Materials Development. Cambridge: Cambridge University Press, pp. 321-345
Book editor(s): Harwood, N.
ISBN: 9780521121583
Summary: This chapter proposes the use of heuristics for use by academic writers and teachers of academic writing for publication. The heuristics are presented as a type of teaching and thinking tool drawing on research data and findings from a study exploring the experiences of multilingual scholars.
Country of research: various
Learners' background: various
Institutional level: tertiary
Entered by: The Open University (Faculty of Education and Languages)
Book editor(s): Harwood, N.
ISBN: 9780521121583
Summary: This chapter proposes the use of heuristics for use by academic writers and teachers of academic writing for publication. The heuristics are presented as a type of teaching and thinking tool drawing on research data and findings from a study exploring the experiences of multilingual scholars.
Country of research: various
Learners' background: various
Institutional level: tertiary
Entered by: The Open University (Faculty of Education and Languages)
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